Making connections: A workshop for adolescents who struggle

with reading

By: Molly Williams

Shauna Roberts

POP QUIZ!: What is the difference between these two students who are

learning to read?

The Older Struggling Reader

“Some students leave school with the ability to read, but without the desire to read” (Beers, 39).

THE ALITERATE

A “Lucy” Frame of Mind

• Limited early reading experiences• Only purpose is for learning• Limited skills• Little motivation

Reader’s Workshop

• Make reading fun, achievable and meaningful!

• Select own books and respond to them.

• Commitment to improve

Read-Aloud

HOW TO:

•Begin each day with a 10-15 minute read aloud•Vary genres •Expression and volume•Model thinking

WHY?:

•Sense of belonging•Connections•Enjoyable •Model strategies taught in mini-lessons

Minilessons

How:

•8-10 minutes•Focus statement•Modeling•Practice•Reminder •Comprehension and fluency•Self selection of books

Why:•Short duration•Direct and explicit instruction•Easier to process new information, more meaningful= memorable

What book to choose?

• Art • Length• Size of print• Title and author information• Quick read (3 pages)

Peer Assisted Learning Strategies(PALS)

• Partnered reading (5 min ea.) word recognition and retell

• Paragraph shrinking (5 min ea.) important info, main idea statement, summarize

• Prediction Relay (5 min)

Other Strategies

• SSR• Sharing • Conferences • Journal writing • assessments

Works Cited

Williams, Molly. "A Workshop for Adolescents who Struggle with Reading." Journal of Adolescent and Adult Literature 44.7 (2001): 588-601.